The impact of lockdown on the learning gap: family and school divisions in times of crisis
The impact of lockdown on the learning gap: family and school divisions in times of crisis
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DOI：
10.1007/s11159-020-09860-z
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发表时间：
2020-09-15
影响因子：
3.2
通讯作者：
Gonzalez, Sheila
中科院分区：
文献类型：
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作者：
Bonal, Xavier;Gonzalez, Sheila
西班牙为应对COVID-19的影响而关闭学校，在社会和教育层面都造成了巨大影响。学校和家庭必须在没有先前规划或政府指导方针的情况下对新的教学和学习方案做出快速反应。在这方面，有些学校比其他学校更能适应新的情况。同样，家庭的经济、社会和文化资本的结构和规模也使来自不同背景的儿童在学习机会方面产生重大差异。本文评估了学校封锁对加泰罗尼亚不同社会背景儿童之间学习差距的影响。根据2020年3月26日至30日对3至18岁儿童家庭进行的在线调查的35，419份回复，作者的分析显示，学习机会差异很大。中产阶级家庭能够在危急情况下保持较高的教育质量标准，而社会处境不利家庭的儿童在时间和学习经历（功课和维持课后活动）方面几乎没有学习机会。结果因学生就读的学校类型（公立/私立）、家庭经济、社会和文化资本以及家庭生活条件而异。在文章的最后一部分，作者强调了学校在确保来自低社会经济背景的儿童的学习机会方面的作用的重要性，并讨论了他们的研究结果的一些政策含义。
The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the new circumstances than others. Likewise, the structure and size of families' economic, social and cultural capital produced significant differences in the learning opportunities for children from different backgrounds. This article assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on 35,419 responses to an online survey administered between 26 and 30 March 2020 to families with children aged between 3 and 18, the authors' analysis shows that learning opportunities varied significantly. Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). Results differed by type of school (public/private) where students were enrolled, family economic, social and cultural capital, and family living conditions. In the final part of the article, the authors highlight the importance of the role of the school in ensuring learning opportunities for children from low socioeconomic backgrounds, and they discuss some policy implications of their findings.